Improvement of English Writing Skills through Blended Learning among University Students in Malaysia

Abstract

The teaching and learning of writing involve developing the linguistic and communicative competence of students. Blended learning is described as a strategic and systematic approach that integrates the best aspects of face-to-face and online interactions using appropriate communication technology. This approach engages students in a tremendous learning experience through verbal and written communication. Therefore, this study aims to explore the benefits of blended learning in learning writing among university students using focus group interviews. The respondents consist of a purposively selected sample of six second-year students from Universiti Sultan Zainal Abidin (UniSZA), Malaysia. The interview data were analyzed using inductive thematic analysis. The findings show that the blended learning approach helps students to develop written communication skills, self-esteem, and interest in learning writing. The students viewed that this approach has provided them with the opportunity to learn in a flexible and conducive learning environment that has positive impacts on their writing. It is envisaged that this study would be beneficial to language instructors and education authorities by providing information that could be useful in the process of curriculum development, particularly for higher learning institutions.